Child & Youth Focused Mental Health Webinars by jackhirose

17 WEBINARS

Child & YOUTH Focused

Martin Brokenleg • Learning from the Raven: 3 Part Series Gordon Neufeld • Making Sense of Aggression • Bullies: Their Making & Unmaking Donald Meichenbaum • Ways To Bolster Resilience Peg Dawson • Skills Practice in Executive Skills Steven Olivas • Emotional & Behavioural Problems

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Spring/Summer 2020 | Canada

CHILD & YOUTH FOCUSED Mental Health WEBINARS Watch webinars with specialists on cutting edge mental health topics from the comfort of your home.

Kathy Morris • Self-Regulation Strategies JAY BERK • Practical Interventions with Oppositional, Defiant, & Angry Children, Adolescents • Mental Health Issues in the Classroom Steven Feifer • Neuropsychology of Learning Disabilities Lynn Lyons • Teens, Anxiety & Depression • Anxiety at School & Home Christine Dargon • Play Therapy Strategies • Treating Anxiety Disorders Martha Straus • Working with Traumatized Teens CARA DAILY & Meghan Barlow • Don’t Worry About It Lynne Kenney • Self-Regulation & Executive Function Strategies

more Topics online webinars.jackhirose.com

Quality Workshops in Mental Health & Education

SIN C E 1998

Y E A R S O F WO R K S H O P S

Learning from the Raven: 3 Parts

Making Sense of Aggression

Pg. 3

Pg. 4

1. Laying the Framework: Understanding Indigenous Culture & Philosophies 2. Identifying Intergenerational Trauma and Building Resilience Strategies among Indigenous People and Other Populations

Bullies: Their Making & Unmaking Pg. 5

3. Social and Emotional Learning: Touching a Studentâ&#x20AC;&#x2122;s Inner World in School and at Home

Webinar presented by martin brokenleg, ED.d.

Smart But Scattered: Strengthening Executive Skills in Children & Adolescents Pg. 6

Webinar presented by Gordon Neufeld, ph.d.

Over 30 Proven & Effective Brief Interventions for Children & Adolescents with Emotional & Behavioural Problems Pg. 7

Webinar presented by Peg Dawson, ED.d., ncsp

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Webinar presented by steven olivas, ph.d.

child & Youth FOCUSED WEBINARS | New! Filmed Spring 2020 Martin Brokenleg, Ed.D., is co-author of the book Reclaiming Youth at Risk: Our Hope for the Future and co-developer of the Circle of Courage model and provides training worldwide for individuals who work with youth at risk. He holds a doctorate in psychology and is a graduate of the Anglican Divinity School. He is a retired professor and was most recently Director of Native Ministries and Professor of First Nations Theology at the Vancouver School of Theology. For thirty years, Dr. Brokenleg was Professor of Native American studies at Augustana University of Sioux Falls, South Dakota.

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Learning from the Raven: 3 Part Online Series Martin Brokenleg, Ed.D. Join international expert Dr. Martin Brokenleg, co-author of the book Reclaiming Youth at Risk: Our Hope for the Future and co-developer of the Circle of Courage model in this special three part online series. Each part consists of 6 hours of online course materials. Format is 5 hours of lecture with 1 hour of Q&A discussion with Dr. Brokenleg. Registration for individual sessions is available. However, as course material will build on previous content we advise participants take all three parts to enhance the overall learning experience.

Session 1: Laying the Framework: Understanding Indigenous Culture & Philosophies Will lay the framework for understanding Indigenous culture and philosophies. Dr. Brokenleg will focus on the characteristics of traditional Indigenous beliefs and ways of life to help explain how historical social and cultural losses have impacted individuals, families and communities. This disruption to the transmission of culture and philosophies has profoundly affected identity, emotions and spirituality.

Learning Objectives Co-Author Reclaiming Youth at Risk

6 Hrs | 6 ceus (per session) This On Demand course will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience. All course content (quiz, certificate, videos) will be available until April 1, 2021. Extensions cannot be granted under any circumstances. Registration will close on March 1, 2021. Registration FEE Session 1

$229

Session 2

$229

Session 3

$229

Session 1, 2 & 3

$599

All fees are in Canadian dollars. (Tax not included)

For group rates please contact webinars@jackhirose.com Attend all 3 & Save Use online Promo Code: RAVENSAVE88 register online webinars.jackhirose.com

1. Define Indigenous epistemology and pedology. 2. Understand the complexity of traditional Indigenous cultures and philosophies. 3. Explore how traditional cultures are learned and disrupted with resulting identity, emotional and spiritual effects. 4. Understand the complexity of Indigenous peoples’ participation in western institutions such as education and therapy. 5. Develop strategies for understanding Indigenous meta-processes for living well in contemporary society.

Session 2: Identifying Intergenerational Trauma and Building Resilience Strategies among Indigenous People and Other Populations Will identify intergenerational trauma and how to build resilience strategies among Indigenous peoples and other populations. Intergenerational trauma is a feature of life for people from a whole variety of cultural backgrounds and life experiences. The resilience strategies taught by Dr. Brokenleg are transferable to a wide range of clients. Dr. Brokenleg will discuss the social, emotional and cognitive impact. You will learn the importance of being trauma-informed in working with clients. Dr. Brokenleg draws from research and experiences of Indigenous cultures and will provide long-lasting solutions to build resiliency and manage trauma.

Learning Objectives 1. Identify intergenerational trauma among Indigenous people and other populations. 2. Understand the principles of resiliency and how it is learned. 3. Review research regarding the educational effectiveness of using resiliency strategies with all clients. 4. Recognize the importance of intergenerational resiliency as an asset in contemporary living for all clients including Indigenous people. 5. Explain the traditional Indigenous themes of The Circle of Courage as a model of resilience.

Session 3: Social and Emotional Learning: Touching a Student’s Inner World in School and at Home Will dive deeper into social and emotional learning in children and adolescents. Participants will learn how to utilize the Circle of Courage model for creating environments in which all young people can flourish in school and at home.The Circle of Courage will be taught as a model of resilience and method of explaining traditional Indigenous themes. Dr. Brokenleg will teach specific classroom management and parenting techniques.

Learning Objectives 1. Utilize The Circle of Courage for creating environments in which all young people can grow and flourish in school and at home. 2. Understand specific strategies in classroom management and parenting techniques that demonstrate a youth positive environment. 3. Design learning activities that teach the dynamics of resiliency in learning environments. Participants can watch the course on-demand at any day and time until course access ends on April 1, 2021. Handouts will be available for download via PDF. file. Participants must complete and pass a short quiz in order to be eligible for CEU’s. FULL WORKSHOP DESCRIPTIONS AVAILABLE ONLINE: WEBINARS.JACKHIROSE.COM 3

child & Youth FOCUSED WEBINARS | New! Filmed Spring 2020 Gordon Neufeld, Ph.D., is a Vancouver-based developmental psychologist with over 45 years of experience with children and youth and those responsible for them. A foremost authority on child development, Dr. Neufeld is an international speaker, a bestselling author (Hold On To Your Kids) and a leading interpreter of the developmental paradigm. Dr. Neufeld has a widespread reputation for making sense of complex problems and for opening doors for change.

12 Hours | 12 ceus This On Demand course will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience. All course content (certificate, videos) will be available until April 1, 2021. Extensions cannot be granted under any circumstances. Registration will close on March 1, 2021. Registration FEE Individual $449 (Tax not included) All fees are in Canadian dollars. For group rates please contact webinars@jackhirose.com Attend More & Save! 3 Part Series for $619 Includes Dr. Neufeld’s webinar “Bullies: Their Making and Unmaking” Use online Promo Code: NEUFELDSAVE79 register online webinars.jackhirose.com Prerequisites/Credits This course is designed for entry level and as such has no requirement regarding previous exposure. For teachers, this course makes an excellent followup to the Teachability courses and as a companion to the courses on Bullying and Counter will and Attention Problems.

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Making Sense of Aggression Gordon Neufeld, ph.d.

Attend Both Dr. Neufeld Webinars & Save! 3 Part Series for $619

One of the foremost interpreters of the developmental approach tackles one of the oldest and most perplexing of human problems, exposing its deep developmental roots and revealing why conventional approaches to the problem are so ineffective. There are many indications that this problem is escalating among our children and youth. What tends to grab our attention is the more violating acts of aggression but what is truly alarming is the ground swell of attacking energy within and between our kids that erupts in their interaction, music, language, play, games and fantasies. This attacking energy is also fueling an alarming increase in suicide and suicidal ideation among children. Dr. Neufeld provides a way of understanding that not only explains what is happening around us but also provides insight into the individuals – both children and adults – who present with these problems. His approach is refreshingly sensible, historically accountable, and congruent with today’s science of the brain. His conceptual model has clear implications for practice and treatment and is applicable in any arena: home, school or in treatment. The key to making sense of aggression is to get past the violating behaviour to the emotional experience of the child and to what is missing in the child’s processing or functioning. The underlying experience is one of frustration, not anger as is commonly supposed. What is missing are vulnerable feelings as well as a consciousness of anything that would counter the impulses to attack. Such children are inclined to attack when up against things they cannot change. Such children are also unable to benefit from traditional means of discipline such as correction, confrontation, consequences and isolation. It is only as the roots of the problem are addressed that aggression can be effectively cured. Aggression is one of the oldest and most challenging of human problems and indications are, that in children at least, it is on the rise. What tends to grab our attention is the more violating acts of aggression but what is truly alarming is the ground swell of attacking energy within and between our kids that erupts in their interaction, their music, their language, their play, their games and their fantasies. It is the rare parent or teacher that does not encounter aggression in one form or another, be it tantrums, tempers, fits, abrasiveness, abusive language, rude gestures, hostility, racism, taunts, putdowns, bullying, fighting, shaming, belittling, name calling, vicarious enjoyment of violence or the selfattacking forms of self-deprecation, death wishes and self-harm. It is a sobering reality that the kids who fail to grow out of aggression by school age will most likely bring their problem into adulthood, unless the underlying dynamics are addressed.

Agenda & Key Topics

Learning Objectives

Frustration, Attachment & Aggression • A working definition of aggression • The many faces of aggression, including suicide • Recognizing the nonviolent forms of aggression • The role of frustration in aggression • The role of attachment in aggression

1. Uncover the psychological roots of the aggression problem

Tears, Temper and Attack • Aggression as problem of adaptation • Impulsiveness, integration and the aggression problem • The displacement effect in aggression • The flight from vulnerability and the temper problem • The role of the prefrontal cortex in aggression Handling and Reducing Incidents & Violence • Why conventional approaches backfires with aggression • Why consequences and time-outs are counterindicated in the treatment of aggression • How to differentiate between aggressive behaviour and an aggression problem • Differentiating between incident management and addressing the aggression problem • Guidelines for incident management Facilitating Alternate Outcomes to Aggression • How to shift the focus from aggression to frustration • How to foster a relationship with frustration • How to uncover frustration from the camouflage of behaviour and emotion • How to help children form nonviolent intentions

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2. Recognize aggression in its many forms 3. Provide a working model of aggression for purposes of assessment and intervention 4. Appreciate the roots of the gender differences in aggression 5. Learn to `read` aggression effectively 6. Reveal the role of the limbic system and the prefrontal cortex in aggression 7. Differentiate between incident management and developmental progress 8. Outline three basic steps towards addressing any aggression problem 9. Provide an appreciation of the inverse relationship between adaptation and aggression 10. Provide an understanding of why aggression is increasing among children and why aggression is a part of so many syndromes and disorders 11. Outline six pivotal points of intervention in the aggression problem 12. Provide an appreciation of why the conventional methods of behaviour management don`t work with aggression 13. Equip participants to handle personal attacks 14. Equip with strategies to help the immature grow out of their aggression problem

6 Hours | 6 ceus This On Demand course will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience. All course content (certificate, videos) will be available until April 1, 2021. Extensions cannot be granted under any circumstances. Registration will close on March 1, 2021. Registration FEE Individual $249 (Tax not included) All fees are in Canadian dollars. For group rates please contact webinars@jackhirose.com Attend More & Save! 3 Part Series for $619 Includes Dr. Neufeld’s webinar “Making Sense of Aggression” Use online Promo Code: NEUFELDSAVE79 register online webinars.jackhirose.com Prerequisites/Credits This course is designed for entry level and as such has no requirement regarding previous exposure. For teachers, this course makes an excellent followup to the Teachability courses and as a companion to the courses on Bullying and Counter will and Attention Problems.

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On-Demand webinar | Available Now

Bullies: Their Making & Unmaking Gordon Neufeld, ph.d.

Attend Both Dr. Neufeld Webinars & Save! 3 Part Series for $619

Once we understand how bullies are made, our attempts to unmake them can be truly effective and longlasting. Most prevailing approaches to this problem assume that bullying is either learned behaviour or the result of failure to acquire social skills. In contrast, Dr. Neufeld dissects the bully syndrome to reveal its deep instinctive roots in the dynamics of attachment and vulnerability. Most attempts to change bullies, or even to teach them a lesson, are not only futile but counterproductive. The reason for this is that most interventions are blind, devoid of an understanding of what makes a bully in the first place. Part of the problem is that the bully is an enigma. There are at least three reasons for this. First of all, very few bullies would identify themselves as such or confess to the act. Secondly, bullies lack self-reflection and so cannot tell us about themselves. Thirdly, the violating nature of the bully’s behaviour distracts from the salient issues and underlying dynamics. The symptoms are social but the dysfunction is psychological. The arena of violation is in children`s relating to each other but the genesis of the problem is in relationship to adults. The demeanour is one of toughness yet the sensitivity to slight is acute. The behaviour is pushy and demanding yet the personality is highly dependent and immature. Unless we can shed some light into the internal workings of the bully, our interventions will inevitably be off base. The key to making sense of the bully is not in what the bully does, but rather in what is missing in the bully. When one gets past the violating behaviour to the underlying functioning, gaping holes become apparent. Firstly, the bully lacks a sense of responsibility. There are usually two reasons for this deficiency: a) a lack of an underlying sense of agency or b) the child is too defended against vulnerability to feel responsible. Both appear to be true in the bully. To spend effort trying to make the bully accountable does little to change this state of affairs and only convinces the bully that adults are against him or her, which hardens the bully even further. If the bully was capable of feeling responsible, he or she would not be a bully in the first place. Secondly, the bully lacks adaptive functioning. The bully cannot deal with change and therefore seeks the familiar. The bully does not learn from mistakes, benefit from negative experience, or change as a result of failure. Bullies are neither resourceful nor resilient. Adults who are unaware of this dysfunction will inevitably insist on upping the ante: applying more consequences, teaching a lesson they hope the bully will never forget. If the child was adaptive, he or she would not be a bully in first place. Consequences work wonders for those who can feel the futility of a course of action. On the other hand, consequences only enrage and provoke those who cannot.

Agenda & Key Topics

Learning Objectives

Introduction • How bullies are begotten: the overview • Bullying rooted in instinct and emotion • Bullying as alpha instincts gone awry • The modus operandi of the bully

The primary objective of this course is to make sense of the bully from inside out, and from this foundation of insight, prepare the way for change.

The Bully’s Vulnerability Problem • The making of the bully’s vulnerability problem • The traits deriving from the vulnerability problem • The bully and immaturity The Bully’s Attachment Problem • The making of the bully’s attachment problems • The traits deriving from the attachment problems • The union of the two problems – attachment and vulnerability • Peer orientation and bullying Challenges In The Unmaking Of Bullies • Bully behaviour – the tip of the iceberg • What doesn’t work • The unmaking of bullies • Best prevention

“I have no words to express my appreciation to Gordon Neufeld and to Hirose for bringing this valuable, life-changing information. The material taught resonates professionally and personally too. Thank you!”

1. Provide a working definition of bullying that will enable participants to recognize the bully dynamic in its myriad manifestations and across a multitude of settings 2. Make sense of the bully from inside out and from a foundation of understanding, to outline the steps required for lasting change 3. Create an understanding of the role of escalating peer orientation and of current parenting practices in fostering the bullying dynamic 4. Convey why conventional discipline and social learning approaches can make matters worse 5. Provide the conceptual tools – specifically attachment theory and vulnerability theory – to dissect the bully syndrome and uncover its instinctive roots 6. Provide basic guidelines for addressing the bully problem that can be employed in a variety of venues and settings 7. Outline the most significant factors in keeping students safe 8. 12 traits of the bully syndrome traced to their roots 9. Role of the limbic system (emotional brain) in bully making

FULL WORKSHOP DESCRIPTIONS AVAILABLE ONLINE: WEBINARS.JACKHIROSE.COM 5

child & Youth FOCUSED WEBINARS | New! Filmed Spring 2020 Donald Meichenbaum, Ph.D., is Distinguished Professor Emeritus, from the University of Waterloo, Ontario from which he took early retirement 25 years ago. Since then he has been the Research Director of the Melissa Institute for Violence Prevention and the Treatment of Victims of Violence in Miami. (Please visit www.melssainstitute. org). Dr. Meichenbaum is one of the founders of Cognitive behaviour therapy and in a survey of clinicians , he was voted “one of the ten most influential psychotherapists of the 20th century.” He has received a Lifetime Achievement Award from the Clinical Division of the American Psychological Association. He was the Honorary President of the Canadian Psychological Association. He has presented in all of the Canadian Provinces, in all 50 U.S. states, and internationally. He has published extensively and has authored several books including Roadmap to resilience that he has made available as a website for FREE (Please visit roadmaptoresilience.wordpress. com).

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Ways To Bolster Resilience Across the Life-Span: From Childhood to Adults Donald Meichenbaum, Ph.D. Anxiety, fear, depression, grief, boredom, frustration, sleep disturbance, increased rates of domestic violence, parenting stress, have been exacerbated by the outbreak of the Coronavirus COVID-19 pandemic. Recent polls have shown that scripts for anti-anxiety medications have increased by 40%, and prescriptions for anti-depressants and sleep disorder medications have jumped by 19% and 15%, respectively. There is an urgent need to help individuals bolster their resilience in this time of stress, losses and deaths. This workshop explores the impact of trauma on both neuro-biological and psycho-social processes, and the concurrent benefits of engaging in various resilience- engendering behaviours. He will demonstrate how the CORE tasks of psychotherapy can be applied to the current pandemic situation via telehealth, and other preventative means.

Learning Objectives 1. Discuss what distinguishes the 75% of trauma-exposed individuals who evidence resilience VERSUS the 25% who develop PTSD and various associated disorders. 2. Implement specific, practical ways to bolster resilience that nurture hope and self-efficacy. 3. Treat individuals who are experiencing Prolong and Complicated Grief and Traumatic Bereavement, as in the case of the aftermath of the mass shooting in Nova Scotia. 4. Integrate spirituality and psychotherapy. 5. Spot “HYPE” in the field of psychotherapy Attendees will receive extensive Handouts and a TO DO list that can be applied immediately to their patients and themselves.

Agenda & Key Topics • By way of introduction: 50 years of working with victims of natural disasters and intentional human design: Lessons learned. • The neuro-biological and psycho-social sequelae of both trauma and resilience-engendering behaviors. • What are the CORE tasks of psychotherapy? What do “expert” therapists do? • How to apply these Tools to the current pandemic situation?

Author Roadmap to Resilience

• Specific ways to bolster resilience in six domains (physical, interpersonal, emotional, cognitive, behavioral, spiritual). • Ways to treat individuals who experience Prolong and Complicated Grief and Traumatic Bereavement. • How can families and communities bolster resistance?

who should attend 6 Hrs | Pending CEU Approval This On Demand course is coming soon. Participants can watch, pause, and re-watch the sessions at their convenience. Course content coming soon, dates to be announced.

Education and Clinical Professionals: K–12 Classroom Teachers, School Counsellors/Psychologists, Learning Assistance/ Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers. All other professionals who support students including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers, and Early Childhood Educators. Parents, Caregiver, Foster Parents, Grandparents, and Extended Family raising a child.

Registration FEE Individual $249 (Tax not included) All fees are in Canadian dollars. For group rates please contact webinars@jackhirose.com register online webinars.jackhirose.com 6 REgister online: WEBINARS.JACKHIROSE.COM

child & Youth FOCUSED WEBINARS | New! Filmed Spring 2020 Peg Dawson, ED.D., NCSP In over 40 years of clinical practice, Dr. Peg Dawson has worked with thousands of children who struggle at home and in school. At the center of their struggles are often weak executive skills. Along with her colleague, Dr. Richard Guare, she has written numerous books on this topic for educators, mental health professionals, and parents, among them Smart but Scattered, Smart but Scattered Teens, Executive Skills in Children and Adolescents, and Coaching Students with Executive Skills Deficits. Peg is also a past president of the National Association of School Psychologists, and the International School Psychology Association, and is a recipient of NASP’s Lifetime Achievement Award.

Co-Author Smart But Scattered

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Smart But Scattered: Strengthening Executive Skills in Children & Adolescents peg dawson, ed.D., ncsp Executive skills are sometimes called “the hidden curriculum.” They are skills such as task initiation, sustained attention, working memory, planning, organization, and goal-directed persistence that are absolutely critical to school success, yet curriculum standards seldom if ever explicitly reference these skills. Neuroscientists now tell us that these skills take a minimum of 25 years to reach full maturation, and the course of that development is influenced by experience and exposure, by modeling, practice, and direct instruction. This workshop will provide participants with a framework for understanding these key skills, how they develop in diverse populations, and how to support executive skills by embedding them into classroom routines and lessons and by tailoring interventions to meet the needs of individual students and classrooms.

Learning Objectives 1. To describe the brain processes involved in executive skill development both in typically developing children and those with executive dysfunction (such as ADHD). 2. To identify how executive skills impact school performance and daily living. 3. “Best practices” in assessing executive skills, including both formal and informal measures. 4. To design interventions for improving executive skills in students, including a. How to make environmental modifications to support weak executive skills. b. How to develop protocols for teaching executive skills by embedding them in daily routines and classroom lessons. c. How to design student-centered interventions targeted to specific problem situations and executive skill challenges. 5. The critical features of a coaching method geared to improving school performance through supporting executive skill development.

Agenda & Key Topics 6 Hours | 6 ceus

Overview of Executive Skills • Definitions

This On Demand course will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience.

• Underlying Theory

All course content (quiz, certificate, videos) will be available until April 1, 2021. Extensions cannot be granted under any circumstances.

Assessment of Executive Skills • Parent/Teacher/Student Interviews

Registration will close on March 1, 2021.

• Modifying Tasks

Registration FEE Individual $249 (Tax not included) All fees are in Canadian dollars. For group rates please contact webinars@jackhirose.com

Executive Skill Development Across the Lifespan • Normal executive skill development from infancy through adulthood • Negative influences on executive skill development (birth issues, head injuries, and disorders such as ADHD, Autism Spectrum Disorder)

• Behaviour Rating Scales Modifying the Environment to Support Students with Weak Executive Skills • Changing the Physical or Social Environment • Changing the Way Adults Interact with Students

who should attend Education and Clinical Professionals: K–12 Classroom Teachers, School Counsellors/Psychologists, Learning Assistance/ Resource Teachers, School Administrators, School Paraprofessionals including Special Education Assistants, Classroom Assistants and Childcare Workers. All other professionals who support students including but not limited to: Nurses, Social Workers, Psychologists, Clinical Counsellors, Family Therapists, Occupational Therapists, Speech Language Pathologists, Addiction Counsellors, Youth Workers, Mental Health Workers, Probation Officers, and Early Childhood Educators. Parents, Caregiver, Foster Parents, Grandparents, and Extended Family raising a child.

SAVE $30 Use online Promo Code: Springsave30 register online webinars.jackhirose.com FULL WORKSHOP DESCRIPTIONS AVAILABLE ONLINE: WEBINARS.JACKHIROSE.COM 7

child & Youth FOCUSED WEBINARS | New! Filmed Spring 2020 Steven T. Olivas, Ph.D., HSP, is a Licensed Psychologist in Private Practice in Middle Tennessee. He began his practice career in 1991 when ADHD was exploding onto the scene, and has enjoyed working with the energy and spontaneous creativity of children ever since. Throughout his career, he has taught courses at nine colleges and universities, been a national public speaker, a regular columnist for a local newspaper, and co-host of a popular radio show. He is also the author of the acclaimed book, Bad Kids… or Bad Behaviour? For nearly twenty years, he has been helping parents, clinicians, and school systems.

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Over 30 Proven & Effective Brief Interventions for Children & Adolescents with Emotional & Behavioural Problems Steven Olivas, Ph.D., hsp Over 30 Proven and Effective Brief Interventions for Children and Adolescents with Emotional and Behavioural Problems will guide you through focused, clear and proven approaches to working with children and youth. Every professional who seeks to fill their toolbox with tested methods will leave this seminar with a wealth of fresh ideas and rejuvenated spirits. With nearly 30 years of clinical experience and a background in improvisational comedy, Dr. Steve is a strong proponent of “Edu-tainment”. He uses wit and humour to enhance your learning experience, improving the retention and utilization of the skills covered. You will leave this workshop with new strategies for success and techniques to revitalize your interactions with students.

Learning Objectives 1. Utilize effective techniques for the treatment of behaviour disorders in children 2. Develop specific behavioural interventions that address the developmental stage of the child or adolescent 3. Consider the efficacy of biologically-based interventions to address behavioural and emotional disorders in children

Author When Good Kids Go Bad

4. Explore clinical manifestations among anxiety disorders, ADHD, mood disorders, ODD, and conduct disorder as they relate to diagnoses 5. Develop skills for establishing an interpersonal rapport to overcome resistance to change in children and adolescents 6. Analyze the symptoms of behavioural and emotional disorders in children and adolescents and establish how this informs your intervention strategies

Agenda & Key Topics

Introduction • Introduce speaker • Daily agenda • Defining Terms/Seminar Warm-ups Problem Solving Decision Tree Immediate Interventions: Physiological • Neuropsychology • Hormones • Gender/Relationship to School • Diagnosis/Terminology Primer • Medication Primer Tools to Manage Anger • Identify GOAL of misbehaviour • Creating Common Language • Expand Emotional Awareness/Vocabulary • Standing 8 Count • Tom McIntyre • Empathy Building • Time-In/Restitution General Mental Health • Physical Health • Mental Health • Privacy/Security

--Attention --Power --Revenge --Inadequacy • Strategies to deal with each/either Positive Reinforcement/Stabilization • Home: Listening Jar • School --Token Economies --Response Cost Hendrix Intentional Dialogue ADHD/ADD • • • •

Noise to the system Anticipation Games with rules Red light/Green light

Autism Spectrum • Read & React • Rules of Engagement • Building a Broader Structure • Temple Grandin Jay Haley – Prescribe the Symptom • Classroom Examples • Separate Behaviour from application

Siphoning Energy/Counterconditioning • Settle Mind --Self-talk --Cognitive Reprogramming --Mental Imagery/Visualization • Settle Body --Progressive Muscle --Parasympathetic Engagement

Ways Teachers Can Reinforce Negative Behaviour

Rudolf Dreikurs’ Model • Reasons for poor behaviour

Handling Aggressive Behaviour By Co-Workers/At Work

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Passive Aggressive Behaviour • Definition • Expressions/Signs • Strategies for Handling/Responding

child & Youth FOCUSED WEBINARS | New! Filmed Spring 2020 Kathy Morris, M.Ed., has been a speech therapist, teacher for self-contained programs (including students with autism, severe behavioural difficulties, and cerebral palsy), resource teacher and first grade teacher. She was also a diagnostician/ supervisor for all grade levels. She was a LIFE Skills/autism/ behaviour/assistive technology consultant at a Texas education service center before leaving to start her own business in 1999. Her business, igivuWings, has reached families and educators throughout the world,. Kathy has had over 42 years of experience working with children and adolescents with severe behavioural difficulties. Outstanding Educator for Children with Disabilities

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25 Proven & Effective Self-Regulation Strategies & Interventions with Children & Adolescents kathy morris, m.eD. Children and adolescents who struggle with self -regulation often look like those who just aren’t paying attention, have difficulty with emotional control, blurting out answers, have difficulty making transitions and/or purposely not controlling themselves. They may be unaware of the connections of their behaviour and the consequences of the behaviour. If you don’t have self-regulation, you may act out, get placed in timeout, sent to the principal’s office, then miss important learning time. A downward spiral occurs as the student gets more upset and continues to act out when given punitive consequences. Executive functioning changes radically over the first few years, continues to improve quickly throughout adolescent years and, finally, during early adulthood years, the frontal lobes and prefrontal lobes are activated and connected to other regions of the brain. Executive function skills can be trained. It’s just like going to the gym. The more one practices these strategies for metacognition and selfregulation, the neural connections will be strengthened. The beginnings of executive function and self-regulation skills appear in the neurotypical brain around 4 years of age. However, what happens when the prefrontal lobe and frontal cortex are compromised due to faulty brain wiring and sensory traffic jams, such as seen in autism spectrum disorders, attention deficit disorders, anxiety disorders, mood disturbances, behaviour disorders, post-traumatic disorders, poverty, attachment disorders? This two-day seminar will address practical strategies that meet the needs of those children and adolescents who are impacted by these differences in their brain maturation. However, the participant will realize that these strategies apply to ALL students! The purpose is to provide practical tools for those clinicians, educators, therapists or parents who are directly involved in working with children and adolescents. This seminar is designed for those who are “working in the trenches.”

Learning Objectives 1. Participant will be able to label metacognitive and self-regulation strands for executive functioning components. 12 Hours | 12 ceus This On Demand course will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience. All course content (certificate, videos) will be available until May 1, 2021. Extensions cannot be granted under any circumstances. Registration will close on April 1, 2021. Registration FEE Individual $449 (Tax not included) All fees are in Canadian dollars. For group rates please contact webinars@jackhirose.com SAVE $50

2. Participant will be able to list visual strategies that support communication, social and behaviour skills 3. Participant will be able to troubleshoot and identify strategies from case study examples of children/adolescents who have difficulty with inhibitory control, working memory, emotional control, mental rigidity 4. Participant will be able to create at least three strategies to meet the needs of an individual student identified who lacks self-regulation. 5. Participant will be able to discriminate functions of behaviour and determine if it is a tantrum or a meltdown. 6. Participant will be able to identify and intervene when student is overstimulated and has sensory breakdowns. 7. Participant will be able to determine which techniques to use to prevent, intervene, or stop targeted behaviours. 8. Participant will be able to implement a “system” rather than a person dependent intervention.

Agenda & Key Topics Drawing on over 45 years of professional experience, Kathy will lead you through dynamic discussions, video case examples and demonstrations providing dozens of strategies (30+) you can implement immediately with children/adolescents in any setting. Walk away with an array of practical strategies for: • Preventing and de-escalating meltdowns • Teaching and promoting visual supports when mental rigidity is apparent • Providing instructional consequences/replacement behaviours • Developing self-control and self-management skills • Addressing inhibitory control……..and more!

Use online Promo Code: Springsave50 register online webinars.jackhirose.com FULL WORKSHOP DESCRIPTIONS AVAILABLE ONLINE: WEBINARS.JACKHIROSE.COM 9

child & Youth FOCUSED WEBINARS | New! Filmed Spring 2020 Jay Berk, Ph.D., is a licensed clinical psychologist and an internationally recognized expert in the child/ adolescent behavioural field who brings both a clinical and education perspective to his work with children, adolescents and their families. For over 25 years, Dr. Berk has been treating clients with ODD, ADHD, autism, anxiety and stress, depression, learning disabilities, Tourette’s Syndrome and individuals who have Autism Spectrum Disorder. He conducts 15 social skills/mental health groups for children and adolescents and works daily with school and community professionals, families and parents. Dr. Berk continually consults for several school districts. In his private practice, in Beachwood, Ohio, he provides therapy for children, adolescents, families, testing and evaluation, school consultation as well as designed and facilitates alternative educational program.

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Skills Practice: Practical Interventions with Oppositional, Defiant, & Angry Children, Adolescents & Young Adults in School & Mental Health Settings Jay Berk, Ph.D. Children diagnosed with Oppositional Defiant Disorder (ODD) can present a monumental challenge to therapists, teachers, parents and siblings. ODD and other conduct problems are the single greatest reasons for referrals to outpatient and inpatient mental health settings for children, accounting for at least half of all referrals. Complicating the success of therapeutic interventions is the high rate of comorbidity with anxiety and depressive disorders or ADHD. Current research also correlates a variety of cognitive skill deficits including executive function, emotional regulation, language processing, and social processing. These complicating comorbidities and correlations mean that ODD often requires multidisciplinary assessment and components of mental health care, case management, and educational intervention for students and clients to improve. This dynamic two day workshop will address a full range of behavioural disturbances, from mild to severe, in order to identify the therapeutic techniques that have proven effective. Participants will review and discuss strategies which can be immediately applied across a variety of settings including home, community, social groups, classrooms, or therapeutic. Participants will examine the intersection of ODD with a variety of issues such as trauma, ADD, learning disabilities, bipolar disorder, and depression and discuss how these affect and alter treatment decisions. Participants will leave this workshop with a much improved diagnostic and treatment approach to ODD and other behavioural disorders.

Benefits to Attending • Beyond behaviour charts – Truly intervene with difficult behaviours • Disruptive Mood Dysregulation Disorder & important DSM-5 updates • The #1 reason families inadvertently fuel defiant behaviours • How educators and clinicians may be fuelling exactly what they are trying to stop

Skills Practice 12 Hours | 12 ceus This On Demand course will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience. Registration FEE Individual $449 (Tax not included) Mental Health Issues in the Classroom 6 Hours | NO ceus This On Demand course will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience.

• Why child/adolescent “terrorist behaviours” work

On-Demand webinar | Available Now

Mental Health Issues in the Classroom Jay Berk, Ph.D. Join child/adolescent behavioural expert, Jay Berk, PhD, and learn how to best manage the students at your school diagnosed with Oppositional Defiant Disorder (ODD), Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), mood disorders, anxiety and depression. You will walk away with concrete, yet practical, strategies to successfully intervene with their serious behavioural issues, such as: • Anger and outbursts

• Truancy

• Meltdowns and tantrums

• Impulsivity

• Cutting and self-injury

• Rigidity

• Obsessive compulsive

• Sensory issues

• Defiance

• Electronic addiction

Through case studies and video clips you will learn: • 30 second teacher strategies to manage challenging and disruptive behaviours

Registration FEE Individual $174 (Tax not included)

• New ways to reduce the costs of out-of-district placements • How to engage students in class, increase productivity and reduce truancy • Behavioural assessments and strategies for the IEP team

All fees are in Canadian dollars. For group rates please contact webinars@jackhirose.com

• Side-effects of common psychotropic medications • How skill deficits from mental health conditions create behavioural difficulties • Characteristics of at-risk students’ mental health problems • Strategies to gain collaboration with clinicians

Leave the day with the “magic dust” you have been looking for to expedite rapid and effective changes in these children and adolescents!

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child & Youth FOCUSED WEBINARS | New! Filmed Spring 2020 Steven G. Feifer, D.Ed., ABSNP is an internationally renowned speaker and author in the field of learning disabilities, and has authored eight books on learning and emotional disorders in children. He has more than 20 years of experience as a school psychologist, and is dually certified in school neuropsychology. Dr. Feifer was voted the Maryland School Psychologist of the Year in 2008, and awarded the 2009 National School Psychologist of the Year. He was the recipient of the 2018 Outstanding Contribution to the Education and Training of Psychologists award by the Maryland Psychological Association. Dr. Feifer serves as a consultant to a variety of school districts, and is a popular presenter at state and national conferences.

Author Integrating Rti with Cognitive Neuropsychology

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The Neuropsychology of Learning Disabilities: Developing Evidenced-Based Reading, Writing, & Math Interventions Steven G. Feifer, D.Ed., ABSNP The fundamental aim of this course is to utilize cognitive neuroscience to better understand learning disorders in children. Each lecture has been designed to examine reading, writing, and math disorders from a brain-based educational perspective. The primary learning objectives will be to classify learning disabilities into distinct subtypes based upon neural pathways in the brain. There will be a detailed discussion linking each learning disability subtype with scores of evidenced based interventions. Lastly, the role of diagnostic achievements tests that directly link assessment results with targeted interventions will be introduced with specific case studies included as well. Reading: The Neuropsychology of Reading lectures will examine reading from a brain-based educational perspective, and classify developmental reading disorders into four distinct subtypes. An initial discussion will examine literacy rates in Canada and the United States, followed by a working definition of dyslexia. Next, there will be a discussion on multiple cognitive constructs involved with reading including phonological processing, working memory, executive functioning, and orthographical processing skills. A brief review of the Feifer Assessment of Reading (FAR) battery will be shared, as well as other key instruments used to screen and diagnose children with reading disorders and dyslexia. Writing: The Neuropsychology of Written Language lectures will examine the cognitive underpinnings inherent within the writing process. There will be a discussion on national trends in written language, as well as gender differences in achieving proficient writing skills. In addition, three specific subtypes of writing disorders, with particular emphasis on how “frontal lobe” processes such as working memory and executive functioning impact each subtype, will be discussed as well. Lastly, five essential steps for effective written language instruction will be shared, as well as key assessment tools to evaluate written language disorders. A brief review of the Feifer Assessment of Writing (FAW) battery will be shared, along with targeted case studies. Mathematics: The Neuropsychology of Mathematics lecture will explore how young children learn and acquire basic mathematical skills from a brain-based educational perspective. Specific pedagogical styles, the role of anxiety, and cultural differences in mathematics will be shared. There will be a discussion on three primary ways in which numbers are formatted in the brain, as well as the central role of language to expand upon conceptually ordered number sets. In addition, the role of working memory, visual-spatial reasoning, and executive functioning will be featured as core cognitive attributes to develop number sense in young children. Lastly, a brief review of the Feifer Assessment of Mathematics (FAM) battery will be discussed as well.

Learning Objectives 1. Differentiate “developmental dyslexia, dysgraphia, and dyscalculia” from other learning disorders, and discuss how schools can best screen for early learning pitfalls in children. 2. Introduce a brain-based educational model of reading, math, and written language disorders by classifying each disability into basic subtypes, with specific remediation strategies offered for each subtype. 3. Discuss the weaknesses in using an “aptitude-achievement” discrepancy model to identify learning disorders in children. Instead, a processing strengths and weaknesses model examining specific cognitive constructs associated with learning disorders in children will be featured. 4. Introduce a trio of diagnostic achievement tests to demonstrate how specific assessment results can be linked to targeted interventions utilizing specific case studies as well.

Agenda & Key Topics The Neuropsychology of Reading Disorders • Examine literacy rates in Canada and the United States • Defining developmental dyslexia Diagnosing and Remediating Reading Disorders • Review four subtypes of reading interventions • Interventions for dyslexia subtypes The Neuropsychology of Written Language Disorders • Prevalence of written language disabilities • Why do boys struggle more than girls in written language?

Diagnosing and Remediating Written Language Disorders • Is handwriting a lost art? • Five essential components to develop written language proficiency The Neuropsychology of Mathematics • Where does Canada and the United States rank in mathematical performance? • What is developmental dyscalculia? Diagnosing and Remediating Math Disorders • Subtypes of mathematical learning disabilities • Interventions for math disorders

FULL WORKSHOP DESCRIPTIONS AVAILABLE ONLINE: WEBINARS.JACKHIROSE.COM 11

child & Youth FOCUSED WEBINARS | New! Filmed Spring 2020 Lynne Kenney, Psy.D., is the nation’s leading pediatric psychologist in the development of classroom cognitive-physical activity programs for students grades K-6. Dr. Kenney develops curriculum, programming, and activities to improve children’s cognition through coordinative cognitive-motor movement, executive function skill-building strategies, and social-emotional learning. Dr. Kenney has advanced fellowship training in forensic psychology and developmental pediatric psychology from Massachusetts General Hospital/Harvard Medical School and HarborUCLA/UCLA Medical School. She holds a master’s degree in Physical Education from the University of Southern California and a Doctorate in Psychology from Pepperdine University. Author 70 Play Activities for Better Thinking, Self-Regulation, Learning & Behavior

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30 Proven & Effective Self-Regulation & Executive Function Strategies: For Children with Sensory Disorders, Learning Disabilities, Anxiety & ADHD Lynne Kenney, Psy.D. This 6 hour online course will give you 30 Proven and Effective Self-Regulation and Executive Function Strategies to better understand and intervene with children who have challenges with sensory processing, dysregulation, anxiety and executive function. Dr. Kenney will integrate research from neuroscience, kinesiology, occupational therapy, music and speech/language therapy. We will explore cognitive and movement activities to improve learning and behaviour. With improvements in research utilizing fMRI to measure brain activation, we are quickly learning that the learning and behaviour management techniques commonly used in the past are not only ineffective but may increase stress which decrease both thinking skills and self-regulation in children and adolescents. Establishing secure connections with kids, partnering with them in problem solving and using neurobiologically rooted strategies are more effective ways to improve both learning and behaviour. Importantly, in the past 10 years we have learned that thinking skills in the brain are supported by cognitive-motor movement, rhythm-based learning, music, beat perception and cognitive skills coaching. Where we used to believe that IQ was stable, we now know that students from lowstimulation environments, students with ADHD, learning differences, trauma and concussion may improve their learning skills with coaching, cognitive-exercise and lifestyle improvements. This workshop will give you 30+ effective cognitive-motor, executive function and self-regulation strategies to better understand and intervene with children who have challenges with executive function, learning, anxiety, sensory processing and dysregulation. Integrating research from neuroscience, kinesiology, occupational therapy, music and speech/language therapy, we will explore cutting edge cognitive-movement activities to improve learning and behaviour. Teaching students how they think, learn and behave empowers them to play an active role in their own learning. When children with ADHD, anxiety, learning differences, oppositional tendencies and disinterest in school are taught how to be “Cognitive Scientists” coaching their own brains to plan, prioritize, attend and remember, they become more invested in school and motivated to learn. Taking the mystery out of executive functions by showing students how to learn more efficiently while calming their defensive brains leads to better concentration, improved attention, higher academic achievement and competent social-emotional skills.

6 Hours | 6 ceus This On Demand course and will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience. All course content (certificate, videos) will be available until May 1, 2021. Extensions cannot be granted under any circumstances. Registration will close on April 1, 2021.

Registration FEE Individual $249 (Tax not included) All fees are in Canadian dollars. For group rates please contact webinars@jackhirose.com register online

In this workshop, Lynne Kenney, Psy,D., pediatric psychologist, author and international educator, will show you how to integrate the newest research in neuroscience, kinesiology and cognitive education for students to learn more efficiently. You will discover over 30 developmentally progressive cognitiveexercises, worksheets and activities to enliven your classroom, office and clinic. Learn how to improve cognition, enhance learning and empower children to be better thinkers with motor movement, sequencing, attending, self-regulation and memory activities. Dress comfortably, as we will be moving to think and calming to learn with balls, body percussion, rhythm activities, yoga and music.

Learning Objectives 1. Implement research-based activities educators, teachers and clinicians can use to improve thinking, self-regulation, learning and behaviour. 2. Learn the relationship between cognition and motor movement. 3. Explore bringing physical activity back to the classroom with coordinative cognitive-motor activities. 4. Practice over 30 activities you can do to help children with ADHD, dyslexia, ODD, sensory processing challenges, dyspraxia, anxiety and behavioural issues. 5. Learn how to enhance collaboration and cooperation in your classroom by teaching children applied neuroscience research.

Agenda & Key Topics • Learn the biological precursors to executive functions and learning • Learn how coordinated rhythmic beat-based motor movement engages executive function • Practice strategies to help children move out of the stress response into an alert state of calm • Experience proven cognitive-motor activities to enhance thinking and self-regulation • Improve how children learn by teaching them how their brains work • Close the education gap in poverty with movement and cognition

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child & Youth FOCUSED WEBINARS | New! Filmed Spring 2020 Christine Dargon, Ph.D., having worked in clinical practice for over 20 years, now focusses her time on speaking and education. Her areas of clinical expertise include working with children and families for years in such areas as abuse, divorce and custody disputes, children of alcoholic/drug addicted parents and adopted children. She also specialized in the treatment of eating disorders, anxiety disorders, mood disorders and marriage counseling. Dr. Dargon did graduate research and her dissertation on rape-related PTSD and began working with rape survivors over 25 years ago. Currently, Dr. Dargon is an international speaker traveling throughout North America presenting seminars of numerous topics. Dr. Dargon has also been teaching on the undergraduate and graduate levels for over 20 years.

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Treating Anxiety Disorders with Children & Adolescents Christine Dargon, Ph.D. The increasing rate of stress and trauma to children, which includes divorce, family breakdown, violence in society, and the media, has produced a “shell shocked” generation suffering from anxiety in many cases. The challenge for educators and clinicians is to recognize anxiety in children and help them cope. Dr. Christine Dargon will teach you how and why anxiety develops in children and adolescents. She will present practical treatment strategies that can be applied immediately. The seven key anxiety disorders along with case examples to be addressed include: • Separation Anxiety Disorder

• Panic Disorder

• Overanxious Disorder

• Obsessive-Compulsive Disorder

• Social Anxiety Disorder

• Phobias

• Post-Traumatic Stress Disorder Other co-occurring disorders (e.g. behaviour problems, medical conditions, depression, ADHD, learning disabilities, selective mutism) will also be discussed. Emphasis will be on creative interventions involving insight- oriented, cognitive-behavioural, biological, mindfulness, expressive arts and family systems approaches.

Learning Objectives 1. Demonstrate how to apply the “Three Ingredients” template for understanding how, why and when anxiety develops in children 2. Describe how to recognize and modify the sources of stress in children and adolescents 3. Explain the anxiety management skills to use with young clients and students

Treating Anxiety Disorders with Children 12 Hours | 12 ceus This On Demand course will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience. Registration FEE Individual $449 (Tax not included)

Play Therapy 12 Hours | 12 ceus This On Demand course will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience. Registration FEE Individual $449 (Tax not included)

4. Identify effective treatment strategies for each of the seven key anxiety disorders 5. Identify steps that schools can take to reduce student anxiety

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Proven & Effective Play Therapy Strategies with Children of All Ages & Adolescents Christine Dargon, Ph.D. This workshop will teach attendees how to use Play Therapy as an incredible method of communication and diagnostics. It will teach you how to interpret the ways in which children and adolescents play, the importance of what they play with/what they create, and how to interpret their interactions with us as the professional. You will learn how to understand and determine what the individual is struggling with and causes for presenting behaviours and emotions. Techniques can be used for anger (OCD), anxiety, ADHD, depression and self-esteem issues, trauma/ PTSD, abuse and fears. Attendees will leave with a tool box of ready to use Play Therapy techniques that they will immediately be able to implement in their work with helping children, adolescents and even adults. This tool box will consist of appropriate tools for different problems. Some of the tools will include Sand Tray therapy, coloring, the use of puppets, clay use, dance/movement, “I Spy”, and so many other great techniques. Much of this workshop will include active learning and participation. So get ready to learn, have fun and see the world through a child’s eyes. Play Therapy allows for the clinician to be creative, adapt techniques to fit any given individual or setting and is fun! This workshop will teach attendees a wide variety of such tools but will also do so in a hands on manner so that attendees can immediately return to work and implement these tools into their day to day work.

All fees are in Canadian dollars.

Learning Objectives

For group rates please contact webinars@jackhirose.com

2. Learn and be able to implement specific and easy Play Therapy techniques for specific presenting issues

1. Understand the significant of play and why certain toys are used more at certain ages 3. Use Play Therapy as a diagnostic tool and interpret what you see

4. Know which play therapy techniques to use with different children and different presenting problems 5. How to use these techniques in a variety of settings including Group Play Therapy FULL WORKSHOP DESCRIPTIONS AVAILABLE ONLINE: WEBINARS.JACKHIROSE.COM 13

child & Youth FOCUSED WEBINARS | New! Filmed Spring 2020 Cara Daily, Ph.D., is a licensed psychologist and Board Certified Behavior Analyst with over 20 years of experience providing assessment and treatment for children, adolescents and young adults with autism in the home, school, hospital and community settings. She works directly with educators, speech/language pathologists, occupational therapists, BCBAs and other professionals. Dr. Daily is the president and training director of Daily Behavioral Health, a leading behavioral health provider in northeast Ohio specializing in assessment, consultation, and treatment of autism, anxiety and disruptive behavior disorders.

On-Demand webinar | COMING SOON

Meghan Barlow, Ph.D., is a licensed pediatric psychologist specializing in the assessment and treatment of children, adolescents and young adults on the autism spectrum. She also has a wide range of experience working with children who have a variety of anxiety disorders, developmental disorders, attention deficit disorders, mood disorders, behavioural concerns, genetic and metabolic syndromes and acute or chronic medical conditions. Dr. Barlow is the owner of a private practice, Meghan Barlow and Associates.

2. Differentiate among different anxiety disorders

12 Hrs | Pending CEU Approval This On Demand course is coming soon. Participants can watch, pause, and re-watch the sessions at their convenience. Course content coming soon, dates to be announced. Registration FEE Individual $449 (Tax not included) All fees are in Canadian dollars. For group rates please contact webinars@jackhirose.com register online

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Don’t Worry About it: Anxiety in Children and Adolescents in the Home and School Cara Daily, Ph.D. & Meghan Barlow, Ph.D. Anxiety disorders are among the most common conditions diagnosed in children and adolescents and everyone feels anxious from time to time. Despite the prevalence of anxiety disorders, anxiety has been referred to as the “great masquerader” because it can present in surprising ways in the classroom, at home, and in a therapy setting. This workshop will provide clinicians and educators with an understanding of anxiety as well as with frequently co-occurring conditions including depression, autism, ADHD, and learning disorders. A review of specific types of anxiety disorders and how to distinguish these conditions from “healthy stress” and “anxious moments” will be presented. Participants will learn therapeutic approaches and practical strategies for implementing changes to reduce anxiety within the clinical setting and classroom. Specific manualized treatment programs will be provided and psychopharmacological interventions will be discussed. Additionally, participants will learn tools for teaching coping skills and working with families to determine appropriate and effective school based supports.

Learning Objectives 1. Assess, screen, and diagnose anxiety disorders 3. Create a comprehensive treatment plan that targets symptoms of anxiety based on your client or student 4. Compare and evaluate empirically validated strategies for treating children diagnosed with anxiety 5. Utilize techniques of CBT, self-regulation, mindfulness, CBT, and family therapy to treat anxiety 6. Learn specific manualized treatment programs to reduce anxiety. 7. Use various techniques to reduce anxiety in the classroom. 8. Assist clients in identifying thoughts and feelings in anxious situations and develop a plan for effective coping. 9. Incorporate techniques of exposure and response prevention in treating OCD 10. Recognize the potential side effects of psychotropic medication for anxiety

Agenda & Key Topics Topic 1: Anxiety Understood (2 hours, Meghan) Anxiety Understood • Differentiating between “healthy stress,” “anxious moments,” and interfering anxiety • Causes of anxiety • Assessment • Core components of anxiety • Specific types of anxiety disorders Topic 2: Therapeutic Approaches to Managing Anxiety (2 hours, Cara) Specific Techniques in Therapeutic Approach • Cognitive-Behavioral Therapy • Self-Regulation and Bio-feedback Topic 3: Additional Therapeutic Approaches to Managing Anxiety (2 hours, Cara) More Techniques in Therapeutic Approaches • Exposure Response Prevention • Mindfulness Psychopharmacology • Commonly prescribed medications • Medication efficacy • Risks versus benefits Treating Comorbid Symptoms • Sleep Disturbance, Poor Diets, Tics, Skin Picking/Hair Pulling, Inattentiveness • Impulsivity, Sensory Issues, Social difficulties Topic 4: Empirically Validated Manualized Treatment Programs (2 hours, Cara)

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Research-based Interventions • Coping Cat • Cat Project • Friends Program • Social Effectiveness Therapy for Children • Cool Kids • Stand Up, Speak Out Topic 5: Anxiety in the School (2 hours, Meghan) Anxiety and the Classroom • Classroom/Academic demands (i.e., tests, grades, behavior) impacting anxiety • Anxiety impacting school functioning Interventions in the Classroom • The full cup and self-regulation • Changing thoughts • Relaxation • Mindfulness • Changing behaviors Topic 6: Developing Plans for Managing Anxiety at School (2 hours, Meghan) Creating Plans • Communicating with families • Assessing the problem • Working together to determine short term and long term goals that make sense • Managing specific/unique problems Selective mutism • OCD • Panic attacks

child & Youth FOCUSED WEBINARS Lynn Lyons, MSW, RSW, is an internationally recognized psychotherapist, author, and speaker with a special interest in interrupting the generational patterns of anxiety in families. Her skill-based approach to anxiety focuses on the need to teach families about HOW anxiety works and what families can do to pull members out of the powerful “anxiety cult” that demands obedience to its need for certainty and comfort. Lynn’s approach uses humour, playful connection, and a constant focus on DOING, an umbrella strategy she has taught to thousands of professionals and families.

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Teens, Anxiety & Depression: Active Strategies to Move Teens Forward Lynn Lyons, MSW, RSW Both anxiety and depression are on the rise in teens, and anxiety is currently the top reason why a parent brings a child to a mental health professional. Because an untreated anxiety disorder is one of the top predictors of developing depression as an adolescent or young adult, the need for prevention and more effective treatment of anxiety has become a critical focus of those that work with children and teens in many settings. The most frequent complaint I hear from anxious families about unsuccessful treatment is that no one “told them what to DO.” Or that after a multi-session assessment or months of appointments, they didn’t have a plan or a clear understanding of HOW to respond when anxiety shows up. This workshop will teach attendees HOW to give families immediate and effective tasks that weaken anxiety’s grip, move teens into an active approach to their anxiety and depression, and are likely different than what they have been taught previously. This intensive training will focus on HOW to interrupt anxiety’s cognitive patterns and thus head off depression with simple, process-based strategies that challenge the use of techniques that often inadvertently support the avoidance of anxious and depressive symptoms.

Learning Objectives 1. Develop active assignments for teens and their parents that correct the common cognitive traps that bolster both anxiety and depression.

Co-Author Anxious Kids Anxious Parents

2. Explain the common cognitive and behavioural overlaps between anxiety and depression. 3. Recognize avoidant and safety behaviors that strengthen anxiety and depression. 4. Write effective behavioural plans and IEP goals for use in schools. disorder as they relate to diagnoses 5. Develop skills for establishing an interpersonal rapport to overcome resistance to change in children and adolescents

Teens, Anxiety & Depression 6 Hours | NO ceus This On Demand course will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience.

6. Analyze the symptoms of behavioural and emotional disorders in children and adolescents and establish how this informs your intervention strategies On-Demand webinar | Available Now

Managing Anxiety at School & Home: An Active Approach to Interrupt the Worry Cycle Lynn Lyons, MSW, RSW

Registration FEE Individual $174 (Tax not inluded)

Managing Anxiety at School & Home 12 Hours | NO ceus This On Demand course will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience. Registration FEE Individual $349 (Tax not included)

All fees are in Canadian dollars. For group rates please contact webinars@jackhirose.com

When children and teens are in the grips of worry and anxiety, adults often feel stuck as well. Educators, therapists, and parents routinely tell me how overwhelmed they feel by the frequency and intensity of anxiety in the children they care about. And they want to know what to do. This series will answer the questions I hear most often, including: • How do we get anxious students into school? • What do we do when an anxious child is falling apart in school? • What can adults do to both prevent anxiety from becoming so powerful, and help children manage it when it does show up? • Why are the strategies frequently taught to kids—like breathing, relaxation, and other common CBT techniques—not working? • How does “frontloading” with anxious kids make interventions more effective? • How can we get parents, schools, and outside providers to work together more effectively? • What is the connection between anxiety and depression? Participants will learn to interrupt the most common anxiety and depression enhancing patterns– including reassurance, accommodation, avoidance, and three cognitive habits—and adopt instead a process-based “umbrella approach” that changes both the child and adults’ engrained patterns of thinking and behaving.

Learning Objectives 1. Create three interventions for anxious children that increase the amount of time spent in the classroom 2. Illustrate the benefits of a process-based intervention versus a content-based intervention

3. List three common mistakes made by school staff, parents and outside providers that strengthen anxiety 4. Explain the pros and cons of relaxation and breathing skills when intervening with an anxious child FULL WORKSHOP DESCRIPTIONS AVAILABLE ONLINE: WEBINARS.JACKHIROSE.COM 15

child & Youth FOCUSED WEBINARS Martha Straus, Ph.D., is a professor in the Department of Clinical Psychology at Antioch University New England Graduate School in Keene, New Hampshire, and adjunct instructor in psychiatry at Dartmouth Medical School. She maintains a private practice in Brattleboro, Vermont, and consults in the U.S. and Canada to schools, hospitals, community mental health centers, and social service agencies on child, adolescent, and family development, attachment, trauma, and therapy. Straus graduated with honors from Brown University and received her doctorate in clinical and community psychology from the University of Maryland. She completed her internship at the Yale Child Study Center where she was a Ziegler Fellow in Child Development and Social Policy. Straus’ postdoctoral years were spent in the department of psychiatry at Children’s Hospital and Harvard Medical School.

Author Treating Trauma in Adolescents

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Working with Traumatized Teens: How to Get Unhooked Martha Straus, Ph.D. Traumatized adolescents struggle with self-regulation. They are dysregulated across systems– neurologically, cognitively, physically, emotionally, behaviorally, socially, and spiritually. Anxious and vigilant, and unable to trust themselves or caregivers, they may experience even loving relationships as confusing and frightening. But to learn self-soothing, they must first be able to rely upon others, and discover the joy of co-regulation. They benefit from relationships with adults that provide them with the psychological (and physical) sense of stability and containment they cannot supply themselves. To work effectively with these teens it’s crucial for adults to first foster their own capacity for self-awareness and self-regulation. It’s not easy, especially when our young clients’ extreme reactions—ranging from angry arousal to frozen shutting down—can trigger our own sense of helplessness, failure, dissociation, and rejection. In this webinar, you will hear about Developmental-Relational Therapy (DRT), an attachmentbased model of trauma treatment. You will learn and practice mindful, empathic strategies that help teens feel more secure, connected, present, and regulated. You’ll discover how to get unhooked from old enactments by exploring: • Specific adolescent attachment styles that interact with or trigger our own • The React, Reflect, and Respond approach to corrective relational experiences • Four M’s—mirroring, mentalizing, mindfulness, and modulation—to increase connection and mood regulation • How to use attunement—including strategies of validation, self-disclosure, and the compassionate sharing of adult feelings and opinions-—to bring traumatized teens back into relationships with themselves and with you

Learning Objectives 1. To explore pathways for healing the effects of attachment trauma 2. To understand the developmental importance of co-regulation across intrapersonal and interpersonal systems 3. To describe adult behaviour that increases calm, intentional, empathic interaction 4. To discuss specific intervention strategies for both highly activated and deactivated dysregulated states.

Agenda & Key Topics 12 Hours | NO ceus This On Demand course will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience. • 2 hrs per session, 6 sessions • Each session will consist of 2 hours of teaching content • Non-Interactive – registrants will have access to lectures, PowerPoint presentation, demonstrations, video clips, and experiential exercises. Registration FEE Individual $349 (Tax not included) All fees are in Canadian dollars. For group rates please contact webinars@jackhirose.com

Overview of Workshop • Attachment Theory in a Nutshell • Dependency is Good—Even in Adolescence • Providing the Safe Haven and Secure Base • Tough Starts and The Significance of Later Experiences • “Earning” Attachment Security and New Internal Working Models Developmental Trauma and Diagnosis of Complex Trauma • Developmental Trauma is Not PTSD • ACEs and The Therapeutic Relationship: Relational Trauma/Relational Healing • Interpersonal Neurobiology: Regulation in a Two-Person System • Special Challenges of the Adolescent Brain The Therapist’s Attachment Style • Therapy as a Specific Attachment Relationship • Attachment Theory is Regulation Theory • Does the Therapist Need to be Secure? • Laughing, and Crying in Therapy Mindfulness in the Adolescent-Caregiver Relationship • Validation of Self and Others • Helping Kids “Feel Felt” • Mindfulness as a Relational Practice

The “Four M’s”: Mindfulness, Mirroring, Mentalization, and Modulation • Practicing Empathic Attunement • Practicing “Mindsight” • Co-Modulation: Opening the Window of Tolerance Together General Principles of Attachment Trauma Work • Developmental-Relational Therapy (DRT) • Paradigm shift: The Right Hemisphere and Emotional Regulation • 10 Ideas Underlying Work with Traumatized Teens • Getting Hooked to get Unhooked: The React-Reflect-Respond Model Dissociation and Identity Fragmentation in Adolescence • Dissociative Self-Harm • Interventions for Up-Regulation Bringing the Energy Down • Hyperactivating Strategies and Therapist Containment • Interventions for Down-Regulation • Wrap-Up

child & Youth FOCUSED WEBINARS Meghan Barlow, Ph.D., is a licensed pediatric psychologist specializing in the assessment and treatment of children, adolescents and young adults on the autism spectrum. She also has a wide range of experience working with children who have a variety of anxiety disorders, developmental disorders, attention deficit disorders, mood disorders, behavioural concerns, genetic and metabolic syndromes and acute or chronic medical conditions. Dr. Barlow is the owner of a private practice, Meghan Barlow and Associates, where she provides assessment, treatment and group therapy services for children, adolescents, and young adults. Dr. Barlow has developed trainings and workshops for parents, school professionals, and mental health providers on topics related to social skills, autism spectrum disorder, depression and anxiety. She speaks in a variety of settings offering education and practical strategies for managing children’s behaviour, facilitating social skills and navigating developmental transitions. Dr. Barlow earned her Ph.D. from Kent State University. 12 Hours | NO ceus This On Demand course will be available immediately after purchase. Participants can watch, pause, and re-watch the sessions at their convenience. • 2 hrs per session, 6 sessions • Each session will consist of 2 hours of teaching content • Non-Interactive – registrants will have access to lectures, PowerPoint presentation, demonstrations, video clips, and experiential exercises. Registration FEE Individual $349 (Tax not included) All fees are in Canadian dollars. For group rates please contact webinars@jackhirose.com

webinars.jackhirose.com

On-Demand webinar | Available Now

Autism Spectrum Disorder: Strategies to Help Individuals with ASD Meghan Barlow, Ph.D Much has been researched and written about regarding the importance of early interventions for individuals with ASD. However, with new diagnostic criteria, individuals with high-functioning ASD may not be diagnosed until later in childhood or adolescence. This webinar will help clinicians, educators, and families develop and implement interventions for individuals with ASD throughout their childhood into adulthood. From understanding the differences in individuals with ASD’s brains and how they process information and communicate to exploring creative and practical ways to teach skills, participants who complete the webinar will gain a fresh perspective on working with individuals with ASD. All strategies presented are designed to prepare, protect, and promote independence for individuals with high-functioning ASD. Specific topics will include discussing the diagnosis with the individual and others, interventions to implement in school and at home to address the increasing demands of elementary school, helping individuals with ASD effectively manage their screen time, teaching sex education and self-care, as well reviewing questioning sexuality or gender identity in the ASD population. Obstacles to developing independence (i.e., driving, applying to University, getting a job, moving out) will be reviewed along with the skills to begin teaching to encourage success and independence. We will cover the transition from adolescence into adulthood and how to help young adults find the motivation to accept assistance and support as needed.

Learning Objectives 1. Understand diagnostic criteria for ASD and common misconceptions regarding the diagnosis of ASD. 2. Recognize the services, supports, and interventions needed to help an individual with ASD be successful in school, home, and community now and in the future. 3. Be able to advocate for individuals with ASD in order to help them access appropriate services and supports. 4. Understand common challenges as individuals with ASD move through childhood through adulthood. 5. Be able to develop and implement interventions designed to protect and prepare individuals with ASD as they become independent adults.

Agenda & Key Topics Challenges in Diagnosis: Misconceptions & Realities • Updates to DSM-V criteria and what it really means • What ASD is and is not • ASD as a neurodevelopmental disorder: What’s happening in the brains of individuals with ASD? To Label or Not To Label • Identification opening doors • Controlling the message • Building Self-Awareness, Self-Advocacy, Self-Respect It’s Elementary: Interventions to Promote School Age Success • Increasing demands, decreasing supports • Shaping and Scaffolding to promote independence • How to help when the individual doesn’t want help Screens and Social Media • Social skills involved in using social media and texting • Decreasing vulnerability online • What to do when they won’t get off the screen! Sex Education, Puberty, and Sexuality • Let’s talk sex…in a way that people with ASD will understand • Sexuality and Gender Identity in the ASD community • Protecting and Preparing individuals with ASD Transition to Adulthood: Obstacles to Overcome • Overcoming obstacles to independence • On the road, in the dorms, or in the workplace: skills to build • Transitioning services from paediatrics to adult • What to do if services are unwanted

FAQ’S How do I purchase and access a webinar?

What are the group rates?

Webinars are hosted on webinars.jackhirose.com. To purchase a webinar please visit our website. During registration, participants will create an account using their email and password. In My Account participants will have access to their course handouts, videos, quiz and certificate.

6 Credit Course • Group 3–7: $15 off per person • Group 8–14: $30 off per person • Group 15+: $50 off per person

When can I access a webinar? Please refer to the webinar course page for access dates. Many courses are listed as available now. Once you purchase the course the videos are available immediately. Participants can watch, pause and re-watch the materials at their own leisure until the course completion date.

What is the difference between live stream and on-demand? Live stream courses are available to watching live at a specific date and time. Most live stream events have an interactive component such as discussion via Q&A, video chat etc. On-demand courses are pre-recorded and non-interactive.

How many times can I watch the webinar recordings? There is no playback limit – registrants can play the recordings as needed until the course deadline date.

Are webinars eligible for continuing education credits? Please refer to the webinar course page for CEU eligibility and the number of credits. In order to receive CEU’s participants must complete all lessons and achieve a passing mark on the online quiz.

Will I receive my certificate of completion? Yes, if you complete the course you will receive a PDF certificate. Certificates are available for download off our website in your user account.

12 Credit Course • Group 3–7: $20 off per person • Group 8–14: $40 off per person • Group 15+: $60 off per person 18 Credit Course • Group 3–7: $20 off per person • Group 8–14: $40 off per person • Group 15+: $60 off per person Groups of 20+ are eligible for custom discounts. For all group rate inquiries please email webinars@jackhirose.com.

Do you offer Student rates? Yes, we offer student rates for full-time students will proof of full-time student status. The student rate is the same price as the Group 15+ rate. To apply please email webinars@jackhirose.com.

Do you offer the Workshop Aide Program? Unfortunately, we do not offer this program for webinars.

I am experiencing technical difficulties, will I be reimbursed? Refunds will not be granted due to user error or personal software limitations including, but not limited to outdated operating systems or insufficient internet speed. If you are unable to attend a live streaming due to technical difficulties the session will be available to watch on-demand. For live streaming, Jack Hirose and Associates reserves the right to reschedule a course for a later date if technical issues result due to a connection error. All webinars are final sale.

Do you offer technical support? How long do I have to view a webinar? Participants will have until the deadline date to watch the recordings and complete their quiz. Deadlines vary by course, please visit the course page for details.

Can I receive an extension on the webinar? Unfortunately, we cannot offer extensions. Extensions will not be granted under any circumstance, please purchase with this in mind.

My colleagues and I would like to watch as a group using one login, how will this affect my certificate and CEU’s? Course fees enable access for one participant only. Seat sharing is not permitted. Only one certificate will be granted. For group training please refer to the group rates.

18 REgister online: WEBINARS.JACKHIROSE.COM

We provide assistance related to general course inquiries, password re-set, downloading your certificate or receipt. However, we do not provide technical support. If you experience difficulty with loading your video, please make sure your browser is up to date or contact your internet provider.

Can I purchase recordings of the webinar? Recordings of the webinar are not available for sale. For DVD or digital downloads please visit www.jackhirose.com/catalog/

Child & Youth Focused Mental Health Webinars

Articles inside

Utilize effective techniques for the treatment of behaviour disorders in children

Develop specific behavioural interventions that address the developmental stage of the child or adolescent

Develop skills for establishing an interpersonal rapport to overcome resistance to change in children and adolescents

Consider the efficacy of biologically-based interventions to address behavioural and emotional disorders in children